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1.
This article focuses on the idea of entrepreneurial subjectivity and the ways in which it is shaped by the entrepreneurial discourse in adult education. As a result, we argue that educational practices related to adults form a particular kind of ideal subjectivity that we refer to as entrepreneurial. In order to understand how this entrepreneurial discourse in adult education works, we will analyse how the young adults we have interviewed engage in the discourse and what effects this has for the construction of their subjectivities. Our joint empirical analysis is based on discourse-analytic methodology and on our previous empirical studies. Our research results suggest that participants in adult education end up constructing their subjectivities within the limits and possibilities of the entrepreneurial discourse that are made available to them. Embracing the entrepreneurial discourse construed in terms of autonomy and freedom, young people are expected to make a project out of their own subjectivities. As an effect, education as well as young adults’ autonomy is limited to a question of speaking in accordance with what is expected.  相似文献   

2.
ABSTRACT

Discourse has featured in studies of educational policy as an analytic and methodological tool, theoretical frame, realm of implication, and even a foundational definition of educational policy itself (e.g.) Despite the centrality of discourse as a frame for exploring educational policy and its implications, the ways that discourse is defined or operationalized in educational policy research are often left implicit which can lead to murky relations to larger onto-epistemological questions of how we construct findings from data as well as the nature of policy. In this interpretive analysis, we synthesize a corpus of 37 peer-reviewed journal articles that bring together educational policy and analyses of discourse from varying theoretical and methodological perspectives in order to better understand the breadth and scope of how discourse is defined and operationalized in studies of educational policy, including in ways that are sometimes incommensurate with authors' stated theoretical and methodological positions. After first laying the theoretical groundwork for analyses of discourse in the field of educational policy, we then illustrate how discourse analysis is used differently, and sometimes inconsistently, within contested paradigmatic landscapes. We conclude with an argument for discussions across theoretical frameworks and methodological paradigms about how the concept of discourse lends itself to different epistemological vantage points on educational policy.  相似文献   

3.
重复是话语结构中的重要组成部分。为了了解英语教师课堂话语重复的现状,本研究采用课堂录音的方式,以课堂实录转写成的文字材料为语料,对教师课堂话语重复的四个维度进行分析。结果表明:英语教师在高中课堂中还是存在话语重复的随意性和简单化等问题;教师应正视不恰当的话语重复,优化教师话语;教师应提升话语重复的科学性和实效性,从而促进课堂教学效果和学生的二语习得。  相似文献   

4.
As educators who teach courses that examine social power, we often struggle with a specific form of resistance in the equity-oriented classroom: “That's just [the author]'s opinion.” This “opinion discourse” emerges when students study scholarship that unsettles dominant knowledge claims and methods or when students are themselves asked to situate their knowledge. The opinion discourse could easily be read as simply an example of the lack of critical thinking skills among students. However, we believe that opinion discourse is more than a facile response to new ideas. We want to take opinion discourse seriously. We argue that opinion functions as a discursive project of resistance in the context of the equity-oriented classroom by solidifying inequitable power relations between the knower and that which is known. Our goals are twofold: to explicate how the opinion discourse functions as a specific legitimization of existing power relations and to unsettle the discursive authority that opinion offers.  相似文献   

5.
STEM education has received significant attention in the USA and is largely fueled by rhetoric suggesting the USA is losing its global competitive edge and that there is a lack of qualified workers available to fill growing STEM jobs. However, a counter discourse is emerging that questions the legitimacy of these claims. In response, we employed feminist critical policy analysis as both a theory and a method to further critique the STEM crisis discourse. We argue that the nature of the current discourse is misleading at worst and incomplete at best and show who is fueling the crisis discourse and who stands to win or lose as a result. We reveal how the crisis discourse draws attention away from the multi-layered complexity of the issue and surface what is missing in the discourse to re-center public attention on protracted problems that still need dismantling.  相似文献   

6.
ABSTRACT

In the UK, higher education (HE) policy discourse over the past 60 years has advocated flexible part-time HE for social mobility, personal development, economic advantage and leisure. However, part-time undergraduate HE in the UK is in steep decline. Against this backdrop, we were interested in how universities promote, or fail to promote, part-time study options today. We built a corpus of 90 UK undergraduate prospectuses for 2018 entry (5,673,799 words). Using a corpus-assisted discourse analysis approach, we found significant mismatch between policy discourse and marketing discourse regarding part-time study. In particular, we found that UK university marketing discourse positions full-time study as the dominant mode of study and writes of part-time study as ‘second-best’. This discourse mismatch is particularly marked when it comes to the elite Russell Group of universities. Viewing the absence of strong promotional discourse relating to part-time study alongside other factors such as increased tuition fees and the rise of global online education platforms adds a new perspective to the decline of flexible part-time undergraduate HE at campus-based universities in the UK.  相似文献   

7.
主述位理论与大学英语语篇教学   总被引：1，自引：0，他引：1  
本文从主位结构和主位推进的理论出发,探讨了主述位理论在英语语篇教学中的应用。主述位理论是研究语篇的重要功能系统,本文经过对主位、述位及其主位推进模式的介绍和具体语篇的分析,说明该理论在语篇阅读教学中起着举足轻重的作用。将主位推进模式运用于阅读教学,不仅可以提高教学效果,更为重要的是,学生可以学会从语篇的角度来分析文章从而提高其语篇阅读理解能力。  相似文献   

8.
This study proposes a new methodological approach to evaluate students’ knowledge-building discourse. First, we discuss the knowledge–creation metaphor of learning. In the metaphor, theories mention that learners should consider their collective knowledge objects or artifacts that materialize as a result of their collaborative discourse. Second, we argue the necessity of developing new analytics to evaluate student learning. We describe how students’ ideas and their conceptual artifacts can be examined in discourse analysis. Third, we demonstrate the application of our analytics to real discourse data. We conducted a new type of social network analysis of discourse to examine how students continuously improve their ideas. Further, we conducted another network analysis of discourse, called the Epistemic Network Analysis, by coding students’ epistemic actions as conceptual artifacts to create and examine their ideas.  相似文献   

9.
为解除形而上学的定义输入开放式话语,有必要从理论自觉语境中,对引进西方的教育管理思想进行提炼和总结,以语言为进路在认识论意义的场域,依托高等教育管理话语流变的规律与特点,来嫁接与推展我国高等教育管理的核心价值理念,形成大致认同的高等教育管理学说及学术成果;与此同时,对我国高等教育管理的现实话语进行洞察,从管理的各种活动中找寻语言的根系,整合"他理论"话语与"自我管理实践"话语内涵,以再现我国高等教育管理科学话语共同体发展进步的要求。  相似文献   

10.
韩礼德的语篇衔接连贯理论为语篇研究做出了不可磨灭的贡献,但也存在不足,当代认知语用学理论给我们提供了语篇衔接连贯理论的研究视角。形式上的衔接只是语篇连贯的一个方面,我们还需要借助隐含在显性表述之内的含意,补足语义上的空缺,实现语义的连贯,最终实现语篇的连贯衔接。  相似文献   

11.
In this study, we examined whether gendered discourse styles were evidenced in online, synchronous, physics collaborative learning group discussions, and the extent to which such discourse patterns were related to the uptake of ideas within the group. We defined two discourse styles: the oppositional/direct style, theorized to be the socialized discourse pattern typically used by males, and the aligned/indirect style, theorized to be the socialized discourse pattern typically used by females. Our analysis indicates the presence of both styles in these chats and the styles were generally utilized along theorized, gendered lines. However, we also observed male use of the stereotypically ‘feminine' discourse style and female use of the stereotypically ‘masculine' discourse style. Moreover, we found no main effect for discourse style on the uptake of ideas. The findings indicate that, contrary to prior research in both face-to-face science classroom settings and online physics settings, ideas were taken up at relatively similar rates regardless of the gendered discourse style employed. Design implications of this study are discussed and suggestions for future research are made.  相似文献   

12.
本文是对武侠小说的本体研究.本文认为其本体包括两个根本方面:侠文化和通俗小说,其本体研究即是探究武侠小说与侠文化及通俗小说的本质关系.本文论述的是后一种本质关系,主要观点是:武侠小说本质上属于通俗小说的范畴,武侠小说成为一种通俗小说类型有其必然性.  相似文献   

13.
《学习科学杂志》2013,22(3):265-283
In this article we focus on educational ideas and enabling technology for knowledge-building discourse. The conceptual bases of computer-supported intentional learning environments (CSILE) come from research on intentional learning, process aspects of expertise, and discourse in knowledge-building communities. These bases combine to support the following propositions: Schools need to be restructured as communities in which the construction of knowledge is supported as a collective goal, and the role of educational technology should be to replace classroom discourse patterns with those having more immediate and natural extensions to knowledge-building communities outside school walls. CSILE is described as a means for refraining classroom discourse to support knowledge building in ways extensible to out-of-school knowledgeadvancing enterprises. Some of the most fundamental problems are logistic, and it is in solving these logistic problems that we see the greatest potential for educational technology.  相似文献   

14.
关于翻译单位的讨论由来已久,学者们争论的焦点一般集中在不同的语言层次之间。本文认为翻译单位其实是语篇单位。因此我们应该动态地使用翻译单位的概念,即在不同的语篇层级中因人而异地找到适合译者的最具操作性的翻译单位。  相似文献   

15.
"可好"的语法化经历了动词性偏正结构到疑问代词再到副词最后到话语标记的过程。"可好"的话语标记用法可分为两种:通过前后对比,引出出人意料的结果,即"可好1";在会话中征求听话者对自己建议的看法,即"可好2"。  相似文献   

16.
Although research has come to recognize the importance of studying classroom-based student–teacher discourse in science, the emphasis remains largely on teachers' abilities to ask questions and provide students with feedback, or on students' abilities to ask questions or engage in argumentative discourse. Consequently, little research has focused on the discourse elements relating to teacher–student discourse interactions. In this article, we argue for a shift of research attention toward describing what the teacher is responding to (Identification of student inquiry), the process of deciding how to respond (Interpretation—Evaluation of student inquiry), and how the teacher is responding (Response to student inquiry). We propose a new methodological approach for studying teacher discourse, which involves a framework we developed while analyzing 1,385 minutes of fifth grade, whole-class science conversations covering a 2-year period and facilitated by an experienced science teacher. Then, as a case in point, we applied our framework to the teacher discourse data of the study, aiming to show that the framework can be a useful tool for examining how a teacher supports students' inquiry.  相似文献   

17.
In this theoretical article we use an interpretative study with physics undergraduates to exemplify a proposed characterization of student learning in university science in terms of fluency in disciplinary discourse. Drawing on ideas from a number of different sources in the literature, we characterize what we call “disciplinary discourse” as the complex of representations, tools and activities of a discipline, describing how it can be seen as being made up of various “modes”. For university science, examples of these modes are: spoken and written language, mathematics, gesture, images (including pictures, graphs and diagrams), tools (such as experimental apparatus and measurement equipment), and activities (such as ways of working—both practice and praxis, analytical routines, actions, etc.). Using physics as an illustrative example, we discuss the relationship between the ways of knowing that constitute a discipline and the modes of disciplinary discourse used to represent this knowing. The data comes from stimulated recall interviews where physics undergraduates discuss their learning experiences during lectures. These interviews are used to anecdotally illustrate our proposed characterization of learning and its associated theoretical constructs. Students describe a repetitive practice aspect to their learning, which we suggest is necessary for achieving fluency in the various modes of disciplinary discourse. Here we found instances of discourse imitation, where students are seemingly fluent in one or more modes of disciplinary discourse without having related this to a teacher‐intended disciplinary way of knowing. The examples lead to the suggestion that fluency in a critical constellation of modes of disciplinary discourse may be a necessary (though not always sufficient) condition for gaining meaningful holistic access to disciplinary ways of knowing. One implication is that in order to be effective, science teachers need to know which modes are critical for an understanding of the material they wish to teach. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 46: 27–49, 2009  相似文献   

18.
In this paper, we present and apply a multi-level method for discourse analysis in science classrooms. This method is based on the structure of human activity (activity, actions, and operations) and it was applied to study a pre-service physics teacher methods course. We argue that such an approach, based on a cultural psychological perspective, affords opportunities for analysts to perform a theoretically based detailed analysis of discourse events. Along with the presentation of analysis, we show and discuss how the articulation of different levels offers interpretative criteria for analyzing instructional conversations. We synthesize the results into a model for a teacher's practice and discuss the implications and possibilities of this approach for the field of discourse analysis in science classrooms. Finally, we reflect on how the development of teachers' understanding of their activity structures can contribute to forms of progressive discourse of science education.  相似文献   

19.
“性”在大多数新时期以来的文学作品中并非是独立存在的,它总是依附于某一强势话语,例如政治话语、儒家文化、男权话语,或是维护之或是反叛之。人们在维护或反叛强势话语的前提下接受作品中的性描写,而一些没有依附强势话语的性描写则为人所不齿。借此我们可以把握人们意识形态的变迁。  相似文献   

20.
Since Michelle Fine's writing on the missing discourse of desire in sex education, there has been considerable prompting among sexuality educators and feminist scholars to incorporate talk of pleasure into sex education curricula. While the calls for inclusion continue, few have actually examined the curricula for a pleasure discourse or explored how it is contextualised within sex education curricula. In this paper, we analysed curricula used in the USA in the past decade. A qualitative thematic analysis revealed that the discourse around pleasurable sex was often linked to a range of dangerous or negative outcomes including not using condoms, rushing into sex without thinking, regretted sex, and pregnancy or STDs. When the discourse around pleasure was included in sections on ‘knowing one's body’, this discourse took a medicalised, scientific tone. Pleasurable sex was also presented in more positive ways, either linked to marriage in Abstinence Only Until Marriage curricula, or within a more feminist discourse about female pleasure in comprehensive sex education curricula. Our research indicates that a discourse of desire is not missing, but that this discourse was often situated as part of a discourse on safe practice and there, continues to equate pleasure with danger.  相似文献   

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